Abstrakt
The contribution identifies similarities and differences in conceptions of reasoning and proving (R&P) in school mathematics by Slovak and Czech teachers at lower secondary schools. In both countries, curricula aim to increase pupils' argumentation competencies and critical reasoning skills.
One of the factors influencing the inclusion of R&P into mathematics lessons is the teacher's understanding of R&P and its role in mathematics and its education (Knuth, 2002). A questionnaire was prepared with other researchers involved in the MaTeK project (projectmatek.eu).
Follow-up semi-structured interviews with in-service teachers focusing on using resources when planning and enacting mathematics lessons were conducted. Both parts of the study comprise questions concerning teachers' use of resources in general and when teaching R&P, conceptions of R&P, and some demographic questions (Cakiroglu et al., 2023).
This contribution pays attention to the answers concerning in-service teachers' conceptions of R&P.